Strategic Research On Kindergarten Science Education Activities From The Perspective Of Constructivism

At present,the cause of early childhood education in China has entered a new stage of history,and advanced western educational ideas have been pouring into China.As a scientific theoretical system and advanced educational concept,constructivism theory has been applied to different fields of education and achieved good results.However,few studies have applied constructivism theory to the actual kindergarten science education activities.We can see that under the control of the traditional curriculum concept,kindergarten science education activities appear to be uniform and standardized on the surface,but in fact,the determination of teaching objectives,the selection of teaching content,the determination of teaching methods and organizational methods in activities are not really considered for children,which is very harmful to children’s physical and mental health.Development.Despite the constant emphasis of the educational circles on children-oriented teaching activities,how to make children lively,active and effective inquiry in the actual kindergarten science education activities has become a more and more serious problem for many front-line kindergarten teachers.Different from the traditional curriculum concept,constructivist theory emphasizes that children build knowledge independently,consider children’s interests,attach importance to the creation of teaching environment,and support cooperation and exchange between children and partners.It plays an important guiding role in the existing problems in kindergarten science education activities.This research starts from the perspective of constructivist theory,and studies the science education activities in kindergartens.It adopts the methods of literature analysis,questionnaire survey,interview,observation,and text analysis to learn from teachers’ understanding of constructivist theory and the learning of constructivist teaching model.Application,teaching goal setting and content selection,material launch and scenario creation,autonomous and cooperative learning,and evaluation of teaching activities are collected,sorted,and analyzed for the current status of kindergarten science education activities,and explored in actual education activities Existing problems include teachers’ relatively lack of knowledge about constructivist theory,single and non-specific setting of activity goals,poor operability,and content ignoring children’s interests and needs,detachment from the reality of life,a single way to create an activity situation,insufficient input of materials,and teaching organization Ignoring children’s autonomy,lack of cooperation and communication,single subject and method of activity evaluation,one-sided evaluation of content,etc.The reasons are that teachers lack systematic learning of constructivist-related theories,emphasize teacher authority in teaching activities,and lighten children’s subjects.Knowledge transfer Teaching,light ability training,low teaching organization ability,imperfect evaluation system,etc.Based on this,three kinds of constructivist teaching models of stent,anchor,and random access are proposed to further the strategy of kindergarten science education activities,thereby further Improve the quality of kindergarten science education activities and promote the healthy,lively and comprehensive development of young children.